And, they begin to use the alphabetic code as their own
tool for their own purposes. (See chapter 4 for a discussion
of spelling development.) Children are taught and observe
that writing is about conveying meaning, and that written
language is the communicative mode by which they can
learn much about their world (through reading) and can
express their thoughts and, if they wish, to make them
available for others to read (through writing). Young children
find satisfaction in their increasing abilities to express
themselves in print.
During the early years of schooling, children are provided
many exemplars of high-quality written language, including
through the texts they are exposed to and though the
models provided by their teacher who writes with and for them on a daily basis. They examine the
author’s craft (RL/RI.K–1, Standards 4–9). Children make progress toward developing and organizing
their ideas in writing. They, with more or less assistance depending upon the complexity of the task
relative to their skills, compose different types of text: opinion, informative/explanatory, and narrative
texts (W.K–1, Standards 1–3). They learn to add details to strengthen their writing (W.K–1.5). With
guidance and support, they produce and publish their literary and informational writing in a variety of
formats, sometimes with the use of technology (W.K–1.6).
In the transitional kindergarten through grade one span, children have many opportunities to
write in a range of contexts, for a range of purposes and audiences, and in a range of formats. They
write about imaginary or real experiences, about texts they have engaged with, and about subject
matter they are learning in every content area. They learn that writing is a powerful skill that can
provide an outlet for personal expression and reflection and that it can serve to entertain, inform, and
influence others. Children employ their developing writing skills to pursue their goals as learners and
as members of a community.
The CA ELD Standards serve as a guide to support ELs’ achievement toward effective expression
in writing. They highlight and amplify skills that contribute to writing: Children learn through
integrated and designated ELD about how texts are structured, how to expand their ideas using rich
language, and how to connect their ideas within sentences and throughout entire texts to create more
interesting, informative, or persuasive pieces of writing.
Discussing
The Speaking and Listening strand emphasizes skillful and meaningful informal and formal
communication with peers and adults. Beginning in the first years of schooling, children develop
their abilities to communicate clearly with others in academic
settings. They participate in discussions that center on texts and
topics, and they learn to ask and answer questions to clarify
understanding (SL.K–1, Standards 1–3). They communicate
their understandings and ideas as they engage in one-on-one,
small-group, and whole-class discussions. Teachers ensure that
children converse with diverse partners, and they teach children
how to take turns, listen to others’ comments, build on others’
ideas, and ask for and provide clarification as needed. Teachers
implement a variety of discussion structures to ensure equitable
participation. Importantly, they provide interesting, intellectually
stimulating environments that promote conversations about
academic topics. Teachers of young children recognize the
During the early years of
schooling, children are
provided many exemplars of
high-quality written language,
including through the texts
they are exposed to and
though the models provided by
their teacher who writes with
and for them on a daily basis.Teachers ensure that
children converse with
diverse partners, and they
teach children how to
take turns, listen to others’
comments, build on one
another’s ideas, and ask for
and provide clarification as
needed.146 | Chapter 3 Transitional Kindergarten to Grade 1